For the preparation of the present paper, two studies were conducted in the context of regular fifth grade classes in comprehensive schools in Hesse using different variants of reciprocal teaching (Palincsar & Brown, 1984). The aim of the studies was, on the one hand, to prove the feasibility of implementing reading training based on the method of reciprocal teaching in regular school classrooms. On the other hand, it was to be investigated how the effectiveness of the training measures changes when individual training elements are removed or added. The first study looked in particular at the relevance of teaching specific reading strategies. In the second study, the additional gain in effectiveness through the inclusion of basic cooperative elements was to be demonstrated. In addition, information on this was also to be obtained by means of a reanalysis of data.